An Eye Movement Research On Scientific Literacy Assessment

Currently,cultivating students' scientific literacy has become the core goal of science education in various countries.The assessment of scientific literacy has been gradually improved.The assessment form has developed from unitary to diversify.Some programs have added hands-on task and human-computer interaction task.Eye-tracking technology was applied to the diversified scientific literacy assessment to collect the eye movement of junior high school students in this study.It is not only helps to fully understand the scientific literacy ability and differences of students,but also provides a more objective and accurate scientific basis for studying the cognitive process of students in solving diversified problemsThe eye movement data of 27 junior high school students in the assessment of scientific literacy were collected and analyzed in this research.According to the performance of students,it is divided into two groups: high scientific literacy and low scientific literacy.Eye-tracking results:(1)in the conceptual assessment,the fixation duration percentage of high scientific literacy students is higher.(2)The problem-solving process of hands-on assessment is divided into three stages: selecting equipment,experimental design and building experimental model.In the equipment selection stage,the average pupil diameter of high scientific literacy students is relatively low.In the experimental design stage,the fixation duration,average fixation duration and average pupil diameter of high scientific literacy students are higher.In the stage of building experimental model,the fixation duration,average fixation duration and average pupil diameter of high scientific literacy students are higher.The fixation duration percentage and average fixation duration of the high scientific literacy students are significantly higher than that of the low science literacy students in the key areas of each stage.(3)The results of the eye movement prediction model in this study show: the prediction model including the average fixation duration and average pupil diameter in the three stages of hands-on operation assessment could better predict the level of students' scientific literacy.The overall prediction success rate was81.5%,which could explain the variability of 43% of students' performance.At the same time,the prediction model of average fixation duration in the interest area can better predict students' scientific literacy level,and the overall prediction success rate is 81.5%,which can explain the variability of 61% of students' performance.The results above reflect:(1)in relatively simple conceptual tasks,the cognitive patterns of the two groups of students are not significantly different.While in the simpler conceptual tasks,students with high scientific literacy pay more attention.(2)The problem-solving of the hands-on assessment is divided into exploring,characterizing,and executing stages.High scientific literacy students are more focused in the hands-on assessment and more sensitive to the difficulty of the task.They will effectively mediate their cognitive strategies,pay more attention to the key areas of the task and carry out deeper cognitive processing.Students with low scientific literacy are more likely to be distracted by other objects,and the level of attention distribution,cognitive processing and cognitive effort in key areas are relatively low.(3)The eye movement prediction model of this study shows that the eye movement indicators of students in the hands-on assessment can successfully predict their scientific literacy level.The model of average fixation duration in the area of interest is the best prediction model,followed by the model of average fixation duration and average pupil diameter in each stage.Based on the experimental data of eye movement,we find the differences of attention allocation and cognition process among different scientific literacy students in the solution of hands-on assessment problems,and successfully established the prediction models of eye movement.The results of this research provide more objective data of neuro-education for the assessment of scientific literacy and are of great significance for the in-depth understanding of the cognitive process of junior high school students' problem-solving.